Tsolakopoulos Andreas *
1.. The tactics of the "responsible" and regulators of education are unacceptable to insult e.g. the high school graduate that he is at least brazen, awaiting admission to higher education, while it did not catch the ground in some instant examinations and this seems to be accepted in a populist and misleading way, in the name of so-called excellence…
Instead of looking themselves and with self-criticism, to find and deal with the root cause, they consider him as an imminent "future death" giving him the gratuitous shot in any of his dreams, but despite the obvious purpose of violently reducing the number of students in institutions and of course the under-functioning or abolition of the institutions themselves, is to marvel at the inaction of those affected.
The investment fruits of education are slow to ripen, but each new minister does not wait to see the results of the previous one, even layout and immediately proposes deregulation without study and basic pilot application, just to relieve himself or other "repulsed".
Why blame the student, which while exceeding the supposed minimum base throughout the duration of his basic studies, to be zeroed at the end in the so-called basics with resin of the illiterate, after one competition where is, Alas, targeted foreclosure (your death my life);
Or education is to blame (with teachers, the logistical infrastructure, the curricula etc.) or the issues of the nationwide ones are to blame (if they are unreliable and not basic, disorienting, sophisticated and insidious), or both are to blame, but in any case, the eternal and the defenseless victim is the student which has no reason to show, but neither do they ask him what education he wants.
Simply, we find him in a weak position and hit him from all sides, mainly biologically and psychologically you say and we are, "Sadists", or that the victims (basically the parents) are "masochists".
The solution to the problem is not clear because party agents are also involved, so education is class and every time it "crawls" behind the distorted will of the respective governments, but anyway, for every "offense" student is hidden the fault of the educational system.
Let us all agree that within education (on which everything in life depends), does not mean to exist barriers and selective student separations (in "lambs and goats").
2.. Education and through it education, is universal right, and the state has an obligation to provide non-hypocritically equal opportunities (that they all sit in the same (;) desks from the first grade) but also to see them different starting points and conditions, since birth (maybe before) child's (Pi,x, with parent schools etc.), because that is where delinquency is generally hidden…
Instead to investigate the leak from school and the end of these children, we let them walk barefoot on thorns, we write them down and rest, but we will find them before us, why these are the basis which supports the social pyramid and those who look at it arrogantly from the top, are painfully denied, because that is how we produce inequalities, with known consequences…
We invent e.g.. the model schools for «Lifelong geniuses» by case and above all a scientist, with early options from elementary school, while they already exist extracurricular institutions such as the mathematical company, the union of Greek physicists, Philologists, artists etc.. that research and highlight by result the various geniuses, so, μέσα στο σχολείο ας περιοριστούμε μόνο στην ευγενή άμιλλα.
3.. When before 45 years at a UNESCO conference I made a comment to a foreign rapporteur that in Greece we have a better university education, after we select students after ticket exams and after tuition, which exist in very few countries, I got the ossifying answer: We, we leave the gates wide open for everyone to study where they want and have inclination, because we are looking to find even one in 100 years, that will "save" humanity! And I immediately wondered: Is it?, where would it end e.g.. Einstein, αν ζούσε στην Ελλάδα και πόσους ακόμη «έχασε» η επιστήμη; E.g. Mathematical phenomena, who did not write well, let's say in chemistry, or in Greek;
4.. Foreigners consider other outlets "decent", who wants us and another adjustment time, cbecause the Panhellenic, create the mystery and the temptation of forbidden fruit and every parent considers it at least their moral obligation to put their child to university, where he sleeps with any sacrifices, so we produce unhappy citizens (syndrome Billy Elliot), Thewhere become to study where they do not wish, after the 90% of high school graduates is not introduced to his first preference. And then we wonder why they exist the eternal students that we want to delete again well that we do not do the same for the latent high school students who dropped out, but it is no coincidence that no one ever dared to delete "titles", since second chance schools are also operational, lifelong learning etc..
Last year, almost all the candidates were absorbed and the fulfillment of hidden longing for free access but one also feels a bouvamara…
And now what do we do without the barbarians;. Many did not seem to enjoy it and started looking… The Greek mentality is slowly adapting to world standards, although a blur can be seen!, but these are never enforced by laws and regulations.
A formal degree does not offer much in education, but it is a specialty (of the many) for those who want and can serve a science. There no longer seem to be privileged or inferior schools, but where the system had begun to calm down, its waters are stirred again..
In the beginning some schools may be preferred but this can be corrected e.g.. by subscribing to a waiting list, but the outrageous thing is that we accept the same failures to be able to pursue their first preference at foreign private universities or colleges! and this takes place in the moulochta.
But who private will operate expensive schools, with many years and workshops (medical, geotechnical, polytechnics) except for amphitheater schools, which the public can do as well;
5.. Abroad as well, consciously follow the technical path, but we copied the Bavarian remains, that foreigners shaken off early and we create it anti-technological syndrome (of smudge). Who does not even remember the derogatory names, such as LOWER technical school, or School of Computer Engineering etc., but fortunately many have become familiar with the technology and appreciate its value. But we need to be careful not to degrade again technical education seeking to produce cheap craftsmen early, or unskilled workers, only by training and promoting them in production, as a hermitage of the eagle owls or to include the public IEK, as a last resort in computer science!
Education precedes work, but first professional rights must be defined.
6.. The "infrastructure" of the high school (of both types) may become necessary, but also sufficiently capable of educating the Greeks, enough to be liberated from the status of pan-Hellenic, so that the graduate is a suspicious and thinking citizen, to face everyday life with an open mind, with critical and creative thinking. The quality of secondary education does not depend on the amount of knowledge, but from consolidation by all of the critical and temporal mass of matter and this is the basis, but we, we transfer to high school almost all the material from the universities, and we push students to become nanoscientists on everything scientific, introducing class cutters.
7.. also, except techniques of EPAL there are also craftsmen and ordinary professionals who, as we say, the letters do not take them (although the 24 are known to all), or rather they have special inclinations and skills and want to think with both hands and body in general. These kids up to 17 (who begin to vote) must be in school (only the Ministry of Education) where they will consolidate required (with reinforcing) the basic and timeless material and will focus mainly on practice, without exclusions for vertical educational mobility. We are all equal and our roles just change every time spiritual work is equivalent to manual labor..
8.. Dramatically reduce unnecessary material, that stresses children and is a hindrance to their general education even if higher education institutions consider some prerequisite knowledge, have the ability and autonomy to add them in their first semesters. We recall what Einstein said and more, that education and culture is what remains if we forget what we learned in school…
When in a seminar we were talking with a young journalist and just recently an excellent philologist if he remembers something e.g.. from trigonometric functions, admitted that although at school he had 20 in Math, she does not remember anything and when I asked her what his quotient is 2 by half, nor could he answer, but judging each one by himself, μπορεί να διαπιστώσει ότι πολλά τα μαθαίνει μόνος του, after school. For this, in compulsory education except for the pedagogical part and socialization etc., they must all consolidate the minimum basic and timeless knowledge.
9.. It is a blessing that the country is filled with universities, but an accident that disrupted the operation of others, especially in the province, regardless of the number of students, even with zero, because these will be the primary social and cultural cell, which will organize cultural and other events, serving national and development purposes, and it is not an additional cost because most teachers are visitors and the permanent ones will be the core for many researches and actions e.g.. with training seminars for each field, professional, educational etc and can to be a center of attraction for foreign students, ώστε η χώρα να ξαναγίνει ο φάρος των γραμμάτων. As for their functionality, The solution is simple by creating branches of large institutions, that instead of having e.g.. 10 law departments in Athens and Thessaloniki to be divided into provincial.
10.. Panhellenic women have no prestige or credibility but only objectivity (common issues).
A successful professional e.g.. lawyer who excelled in law and graduated with honors is not certain that he will be admitted today to his own school. So where is the reliability of the exams;
11.. The key to the solution for this year and because of the pandemic (for then we see) is:
To increase by 30% the number of entrants, mainly in high demand schools, to introduce more into the first preferences and να μελετηθεί η όλη κατάσταση σε ποια κατεύθυνση κινείται.
Here, instead of announcing before the exam the number of students that each institution can absorb, the different base is defined by each! It is also outrageous for institutions to be dragged away because students with a small degree have passed through them, emphasizing with malice and for impressions only the score of the latter but let the publishers answer, why someone with 19 e.g. is not introduced in his first preference;
12.. Because the drop in students is permanent given the rejection at 15% (as some admit, as normal!), then to 10 years, the number of students will reach 20% of the students, without the demographic. Creepy scenario, maybe international or alien, or the result of some artificial intelligence.
The ticket problem will only be solved if they are eliminated 3 σύνδρομα της νοοτροπίας μας: Of the forbidden fruit, of obsession and anti-technological syndrome..
Burned education, what could you get again!! Thanks.
*Tsolakopoulos Andreas, Electrical Engineer, mathematical, Pi. school counselor.